School gardening was introduced at an early date. This course now includes the school garden, in which each pupil has his own individual three and a fourth by thirteen foot plot, and home gardens which are not less than four times the size of the school plot. By this arrangement eighty per cent of the garden work is carried on at the homes of the pupils or on vacant lots under the direct supervision of teachers. In the beginning much of the school agricultural work was not very practical. Teachers who themselves knew nothing about agriculture were wedded to the small "individual plot" idea, which I regret to say still continues to prevail in some of the schools. On a bit of ground about three feet by six the pupil might plant one tomato plant, one camote vine, one grain of rice, two or three eggplants and a flowering plant or two. This gave him helpful open-air exercise, but taught him nothing about agriculture. Weeks after the school year had opened I once visited a number of school gardens in Mindoro and found that several of them consisted of rectangular plots marked off on solid sod with shells picked up on the beach! On my return I told the director of education that three active hens would have done far more toward preparing soil for cultivating than had all the children in these towns. These conditions have changed rapidly since the adoption, three years ago, of a definite policy of agricultural education consisting of standard school and home gardens and farm schools for Filipinos; and large communal tracts of land cultivated at the Settlement Farm Schools for non-Christians. Lieutenant-Governor Frederick Lewis of Bukidnon was as deeply disgusted with the former play agriculture as was I. Exercising, I fear, rather arbitrary authority over the local Filipino teachers, but with my connivance, he persuaded them to turn their active, strong schoolboys loose on large tracts of the beautiful prairie land found near almost every school in the sub-province, and raise crops. As a result of this experiment, first carried out at Tankulan, each boy took home a bushel or two of unhulled rice. Parents were enthusiastic, and so were the boys. From this small beginning came the so-called farm-settlement schools, of which there are thirty-eight among the non-Christian tribes. On large, well-fenced, carefully cultivated tracts of ground the schoolboys grow camotes, upland rice, corn, bananas, cowpeas, beans, pineapples, eggplants, arrowroot, and in some cases, cacao and coffee. Instead of learning what individual plants will do when grown quite by themselves under abnormal conditions, they learn to produce real crops. They become interested in the introduction of American sweet potatoes in place of the less nutritious camotes, in the selection of seed corn, in the generalization of the better varieties of bananas, and in other practical matters. Incidentally they largely furnish the school food supply.